Gulnaz Ablitipova Gulnaz Ablitipova

TP #2A
A1 level


In this lesson students will be introduced to Present Simple verb 'to be' plural positive and negative forms. They will learn how to contract plural positive and negative forms of 'to be'. Also, they will practice their reading and listening skills.


Abc Worksheet with exercises from the coursebook
Abc Audio CD Track 3.3

Main Aims

  • To present and practice plural positive and negative forms of the verb 'to be'.

Subsidiary Aims

  • to provide reading for gist and listening for specific information.


Pre-reading (3-4 minutes) • To prepare students for the text and to get them interested.

- T gives sts the handouts with an email and a picture of Sally and Dan in it. And the handout should be folded, so they could see only the picture. - T tells them to look at the picture and asks them to tell about the it using the adjectives. (T can ask 'What can you see?' - possible answers: (she's a) beautiful woman, good picture, friendly man and woman. - if they have problems, T might ask questions: are man and woman friendly?) - T asks other follow-up questions and writes the answers on the WB: Where are they from? Nationality? What's their job? Where are they? Do they like this place?

Pre-teaching vocabulary (2-3 minutes) • to prepare students for gist reading

- T shows the ppt pictures and elicits the words. - While eliciting each word, T writes them on the WB and works on the pronunciation and the stress. - Then T asks 'Are the words verbs or nouns?' and makes sure to mark the stress.

Gist reading (2-3 minutes) • To provide students with less challenging gist reading

- T tells the sts to look back to their ideas about the photo, then T says 'Let's check if you are right or not?' - T tells them to unfold the sheet and asks the students 'What's this?' - eliciting the word 'email'. And explains to them Dan and Sally wrote it to Fiona and Nick by showing this illustration on the board: Dan/ Sally --(an email)---- Fiona/ Nick - T tells them to read the email in one minute. (ISQ: How much time?) - After they finish reading once, T asks sts 'Where are Sally and Dan?' - In Moscow.

Detailed reading (4-5 minutes) • to provide students with more challenging detailed reading

- T tells them to read the text again. (in 30 seconds) - While they read, T writes these 2 sentences on the board: 1) Moscow is a beautiful city. 2) The people are unfriendly. - When they finish reading, T asks them to look at the WB, tells them that the sentences are about the email and check the adjectives if they're TRUE or FALSE? T reads #1 and asks if the adjective is TRUE according to the text? -True - T puts a check. T reads #2 and does the same procedure - False adjective - T crosses the word 'unfriendly' out and writes the word 'friendly'. - Then T shows the sheet with the other 5 sentences and asks them to check if the adjectives about the text T or F? (ISQ: What are you going to do?Check WHAT? - Adjective, Noun or verb? - ) - Then teacher gives the sheets and tells them to work alone. - After they finish T asks 'Who's your partner?' - T tells them to check with each other. - WC FB - write the aswers on the WB.

Introducing Grammar (10-12 minutes) • to present the positive and negative plural form of the verb 'to be'.

- T writes on the WB: Positive (+) We ________ in a new hotel. You ________ from the UK They _______ very big. - T elicits from the sts 'we're; you're; they're' and checks if they know 'we, you, they'. - T elicits the long forms 'we are; you are; they are' and does finger drilling. - T writes as a second column Negative (--) and elicits 'aren't' We ________ in the hotel now. You _______ from Russia. They _______ very expensive. - T elicits the long form 'are not' and does finger drilling. - T writes near each sentence 'we're not, you're not, they're not' and elicits form the sts 'Is it OK?' - T writes these sentences and asks them 'Is it right? Is it OK?' Sally and Dan're in Moscow. The rooms're nice. The answer:No! cross it out and say after a noun and a name it's not OK. - T sums it up by showing 12 sentences and asking individuals to say T or F.

Practicing Grammar (7-8 minutes) • to convey the meaning of positive plural form of the verb 'to be'.

- T shows the pictures and elicits the positive and negative sentences. - T invites a student, and demos the mingle activity: T gives a picture to a student, and T says her sentence and lets the student say his, and exchanges with the pictures and tells find a new partner. T makes 2 sts practice for the class. ( ISQ: What are you going to do? say a sentence, listen to your partner's sentence, exchange pictures. Say only Positive sentence???? - no, Positive and Negative. - Sts mingle.

Scan listening (9-10 minutes) • to provide with less challenging scan listening to help sts to understand contractions in natural spoken English.

- T writes on the WB: 1) We aren't _____________, we're ______________. T tells the sts to listen to T 3.3 and fill in the gaps. After they listen, T elecits the answers. - Then T tells them to do #2a - Peer checking. - WC FB - T writes the answers on the board. - T tells them to go back to their partner, and do #2b - underline the contractions. - WC FB - T underlines on the WB. - T asks 'Which contractions are negative?' - Drilling as a class and have individuals repeat after you some.

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